Keeping students integrated in the classroom

Elementary school classrooms are, by design, highly stimulating environments. But for children with autism, who may be more sensitive than other kids to sensory input, the classroom – with its bright lights and loud noises – can cause students to lose focus and experience distress.  

"When the children feel overwhelmed socially, emotionally and physically, they may shut down or act out, and they stop learning. They need control over what they're getting in their environment," says information technology management professor Deb Fels, who is also director of Ryerson's Inclusive Media and Design Centre.

To help children with autism manage their sensory experiences and continue their learning, Fels has developed WebMoti, an educational tool that combines two of her other inventions, Webchair and Emoti-Chair. The former enables children who are homebound due to physical illness or psychological issues to attend school virtually and interact with their peers in the classroom through videoconferencing. The latter, meanwhile, is an audio-tactile display chair that enables people who are deaf or hard of hearing to experience music or sound through vibrations.

WebMoti's use of visual, aural and vibrotactile stimuli makes it possible for children and individuals with autism to remotely attend school or therapy sessions even when they're not able to do so physically. The technology's major advantage, Fels says, is its ability to keep students integrated in the classroom.

"Learning isn't only about the curriculum, it also has a social component," she says. "If students are worried about their friendships and are then forgotten by their peers when they're not in the classroom, it's hard to go back in later and start new relationships."

WebMoti allows users to choose if they will observe only, or be seen by and interact with classmates. The camera zoom and audio control features help students prevent sensory overload and focus on lessons. And, by enabling sensory substitution, such as replacing sound with vibration or visualization and vice-versa, WebMoti allows students to choose an alternative means to obtain information, and most importantly, remain engaged in the learning process.

The project has also benefitted a trio of Ryerson computer science students, who have gained valuable experience as WebMoti's programmers. Livius Grosu joined the project in 2016, while Adam Adair and Garo Nazarian came on board last September.

Together, they have addressed software issues with the technology. And by observing how students with autism within schools of the Toronto area use a WebMoti prototype, the team has been able to identify new features that should be added to the technology. For example, enabling users to tilt and pan the camera.

"I wanted to expand my skills by developing software and also doing mechanical work," says Grosu. "The inspiration behind our modifications comes from the users; when we see something they want to do intuitively, and the technology can't do that yet."

"Computer science students wouldn't normally have the opportunity to do this type of work," adds Fels. "But I think it's important for technical people to have a strong view of social issues and to see the impact of what they do."

The WebMoti project has been supported through the Advancing Education Program, administered by the Ontario Centres of Excellence.

With files from Ariel Visconti, Ontario Centres of Excellence.